Implementing Blended Learning at HKU SPACE An Instructional

Implementing Blended Learning at HKU SPACE - An Instructional Design Paradigm Prof. T. M. Wong Dr. Weiyuan Zhang Ms. Jeanne Lam Centre for Cyber Learning HKU SPACE 15 July 2010

Introduction to e-Learning Development at Centre for Cyber Learning Prof. T. M. Wong Deputy Director of HKU SPACE & Head of Centre for Cyber Learning

e-Learning Development at HKU SPACE F-T-F Blended/ Integrated SOUL Platform (1999) 1999 Blended/Integrated Learning 2004 Centre for Cyber Learning July 2009

Organizational Structure Centre for Cyber Learning (CCL) Head Adviser Prof. T. M. Wong Prof. Enoch Young Deputy Head Dr. Weiyuan Zhang Associate Head Jeanne Lam Management & System Development Multimedia Design & Production Instructional Design, Research & Evaluation

Vision To make HKU SPACE: • An internationally-recognized centre for high-quality elearning development • A regional centre of excellence in e-learning training and consultancy for educational institutions and the business sector 5

Goals Within HKU SPACE 1. Establish e-learning infrastructure - develop high-quality e-courses, and provide e-learning services and training at HKU SPACE; 2. Develop an e-learning culture within HKU SPACE for enhancing teaching for HKU SPACE staff. 6

Goals Outside HKU SPACE Provide e-learning training programmes and e-learning consultancy in the educational and business sectors. 7

Major Tasks of CCL

CCL Website CCL website: http: //ccl. hkuspace. hku. hk 9

Principles of e-Learning Dr. Weiyuan Zhang Head of HKU SPACE Research Centre & Deputy Head of Centre for Cyber Learning

Introduction • 2000: e-learning was not preferred at all • 2005: e-learning components was preferred by some of students • 2009: e-learning components were preferred by many of students • e-Learning in distance education institutions, conventional education, continuing education, corporate training, primary and secondary schools. • Two figures from mainland China: – 2001 – 2008 invested 11. 1 billion in developing e-learning in primary and secondary schools in rural areas – Predicted e-learning market scale in corporate e-learning training: 72. 3 billion in 2012. 11 11

e-Learning Modes Content Delivered Online (%) Type of Course Typical Description 1 to 29% Web Facilitated 30 to 79% Blended Learning Course that blends online and face-to-face delivery. Substantial proportion of the content is delivered online, typically uses online discussions, and typically has some face-to-face meetings. 80+% Online Learning Source: (Allen and Seaman, 2007) Course that uses web-based technology to facilitate what is essentially a face-to-face course. Uses a course management system (CMS) or web pages to post the syllabus and assignments, for example. A course where most or all of the content is delivered online. Typically has no face-to -face meetings. 12

Blended Learning • BL= combined teaching methods • BL= combined teaching media Online Face-toface learning Blended Learning (Old bottle with new wine) 13 13

Integrated Learning • “Blended” learning might not be the right terminology • Not just a mixture of teaching and learning modes • Integrate different modes in order to use the best of all and minimize the weaknesses of each • More proper to use “Integrated Learning” d e t a r g e t In Learning 14 14

Principles of Integrated Learning Students Interface Teachers Learner Time Learning Outcomes Learning Content Multi-media Learning Interaction 15

Staff Training • Principles and methods • Instructional design • e-Learning and learners • Course material design and writing • e-Learning facilitation • Multi-media design and production • Open education resource utilization • Student learning support • Research and evaluation • Quality assurance

Supplemental QA Measures • In line with HKU SPACE QA mechanism ü Teacher Induction ü Observation of teaching ü Monitoring of learning progress ü Teaching experience survey ü Learning experience survey ü facilities and services feedback. • Trial use in integrated learning programme 17

Design of e-Learning Platform

Review of e-Learning Platforms • Sample: 17 e-learning platforms Web. CT, Black. Board, First. Class, Flex. Education, ANGEL, Anlon, Avilar Web. Mentor, Blue. Power, Centra. One, Click 2 learn Aspen, Dianda-online, e. College, IVLE, Learning Space, The Learning Manager, Top. Class, and Virtual Campus.

Common Features of e-Learning Platforms Course content functions Communication and collaboration functions Management and administrative functions Course management functions Administrative functions Course layout template Asynchronous communication: Discussion forums Module management Secure login Search tool for course website Asynchronous communication: internal email Quiz management Technical support Student homepage Synchronous communication: text-based chat Grade management Synchronous communication: Audio/Video conferencing Student tracking File sharing Workgroup Whiteboard

Common Features of e-Courses Course Communication and Collaboration Administration and Management Technical support Assignment and Assessment Syllabus Email Course unit management FAQ Receiving assignments online Online course materials Discussion forum Announcements Online technician support Submitting assignments online Video lectures on demand Teacher’s feedback Grading management Online teacher support Online selfassessment IP courseware Whiteboard Statistics of online activities Software maintenance Online exams Links to supplementary materials Workgroup Online registration Hardware maintenance Automatic grading Course website search engine File sharing Secure login Technical training Timetable for assignments and exams Course notes Student homepage

Shortcomings Not flexible Technology-driven approach Teacher-centred approach Not from educational and pedagogical perspectives • Expensive • •

Design of New Platform • • • Flexible features User-friendly Pedagogy-driven approach Student-centred approach Six Interaction principles in e-learning Cost-effectiveness

HKU SPACE New Platform Enhance functions of e-learning platforms ü Course content functions ü Communication and collaboration functions ü Assignment and assessment functions ü Administration and management functions Develop new functions of e-learning platforms ü Learning functions ü Evaluation Functions

Functions of e-Learning (1) Course Content Functions ü e-Syllabus ü e-Course materials ü Audio and Video lectures ü Streaming courseware ü Links to supplementary materials ü Course website search engine

Functions of e-Learning (2) Communication and Collaboration ü ü ü ü ü e-Discussion forum Virtual classroom e-working groups e-file sharing e-mail Blog, Facebook MSN; QQ e-RSS (Really Simple Syndication) Student homepage Whiteboard

Functions of e-Learning (3) Administration and Management ü e-Calendar ü e-Registration ü e-Announcements ü e-Course content management ü e-Self-assessment management ü e-Grading management ü e-Statistics of teaching

Functions of e-Learning (4) Assignment and Assessment ü e-Timetable for assignments and exams ü e-Student’s self-assessment Forum Grading ü e-Automatic grading ü e-Submitting assignments ü e-Receiving assignments

New Functions Under Development (5) Learning Functions ü e-Note making ü e-Reading points highlighting ü e-Tag ü e-Mind map ü e-Learning portfolios e-Note

New Functions Under Development (6) Evaluation Functions ü e-Tracking of teaching activities ü e-Tracking of learning activities ü e-Observe teaching and learning process ü e-Evaluation from teachers ü e-Evaluation from peers ü e-Feedback area on the course website ü e-Survey on students learning experience ü e-Survey on teaching experience

Instructional Design in Integrated Learning Ms. Jeanne Lam Associate Head, Centre for Cyber Learning

Instructional Design • Instructional Design is a system of developing well-structured instructional materials and learning activities to meet learning outcomes. • It is also a systematic planning process which includes needs assessment, development, evaluation, implementation, and maintenance of resources and programmes. 32

Instructional Design Models • There are many instructional models such as – ADDIE model (Analyze, Design, Develop, Implement & Evaluate) – Dick and Carey model – Instructional Development Learning System (IDLS) – and many more Among those, the most commonly used is the ADDIE Model. 33

Instructional Design Steps in HKU SPACE 1 • Create an overview of the course 2 • Write a redesigned lesson plan 3 • Prepare lesson materials 4 • Perform research and prepare resources 5 • Incorporate into LMS 6 • Review the created lessons materials

Step 1: Create an Overview of the Course • Develop initial plan – Overall course structure – Teaching and learning strategies integrating learning objectives – Teaching plan – Assessment strategy

Step 1: Create an Overview of the Course

Step 2: Write a Redesign Lesson Plan • How to perform each learning activity – Teacher will be able to see what changes they should make or have. • How to deliver teaching materials – Classroom / E-learning – Before / During/ After the class – Individual / Group “What are the best tools and methods I can use to make a productive and exciting lesson for my students? ”

Step 2: Write a Redesign Lesson Plan

Step 2: Write a Redesign Lesson Plan In blended learning, it’s strongly recommended to develop an outline concerning what can be done before, during and after class.

Step 2: Write a Redesign Lesson Plan • Pre Class Activity – Textbook reading & warm-up quiz • Prepare for the coming class • Contribute more in classroom lecture • Learn and apply knowledge more effectively • Classroom – Video clip – Group work and presentation • Post Class Activity – Chapter review – Chapter exercise • Additional Resources

Step 3: Prepare Lesson Materials “ Where it will make the lesson easier or more effective? ” – Develop new multimedia – Select or Modify existing lesson materials

Step 3: Prepare Lesson Materials

Step 3: Prepare Lesson Materials

Step 3: Prepare Lesson Materials

Step 4: Perform research & Prepare resources • Perform research • Prepare extensive and quality educational resources (e. g. OER) • Provide more interesting learning environment • Consider two things: – Develop critical attitude – Link to learning objects and contents

Step 5: Incorporate into LMS • Incorporate into learning management system

Step 5: Incorporate into LMS

Step 6: Review the Created Lessons Materials • Review created lessons and materials – Check list – Feedback list • Check access to resources and quality assurance of learning materials Are you ready to implement your course?

Conclusion 1 • Create an overview of the course 2 • Write a redesigned lesson plan 3 • Prepare lesson materials 4 • Perform research and prepare resources 5 • Incorporate into LMS 6 • Review the created lessons materials

Conclusion • Choose a suitable blend by carefully considering the factors involved. • Provide training or workshop to ensure the quality of instruction in new learning environment • Different ways in implementation for different institutes • If done well, blended learning can provide better results than can be achieved by using any single learning method.

Demo of e-Courses

Mode 1 ü With an appropriate mix of e-learning and traditional classroom learning that enhances the students’ learning experience Video Clip with Power. Point Presentation and Virtual Whiteboard to illustrate the topic Online quizzes with instant answers for students to test their immediate grasp of key concepts Higher Diploma in Business (Accounting)

Mode 2 ü To fulfill the e-learning requirements of the Nursing Council of Hong Kong Open Educational Resources Additional learning resources provided to enhance the learning experience Learning Experience Survey to collect the students’ views and opinions Higher Diploma in Nursing

Mode 3 ü As an extension and additional element for the traditional methods of teaching Flash Card Revision exercise in a minigame format to raise students’ interests Bean Knowledge Video produced by our team to introduce Japanese traditions and customs Foundation Certificate in Japanese Intermediate Certificate in Japanese

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